Sunday, 20 February 2011

Amiruddaula Islamia Degree College, Lucknow has a distinct place among the Chosen few Educational Institutions of Lucknow, the city of learning and culture. Initially started as an Arabic Madarsa around 1894, became a High School in the year 1916 and an Intermediate College in the year 1942, was elevated in 1991-92, status of Degree College in 1991, started with B.A. classes in 1991-92. setup B.Com classes in 1993-94 and B.Sc. Course with three groups CPM, PCM and ZBC in 1996-97.
The College is presently imparting education to the “students of nursery to graduation with separate section for girls up to Intermediate level. The Courses of Arts, Science and Commerce are available at all levels.
The special emphasis of the Institution remains on Character Building, Teaching and Discipline etc. Moral teaching and Counseling also form an important part of the College life.
The three faculties of the degree sectibn (viz., Arts, Commerce and Science) are running with the best of/ infrastructure including well equipped Labs and Computer centre etc. combined with committed and dedicated teachers, who excel in their fields and also act as mentor and guide of their students to discover and develop their inherent talents and strength, Sufficient number of qualified faculty members remain fully devoted to give their best to the students. They have good academic credentials, extensive experience in chosen fields, and they are always accessible to the students in the class rooms and outside BRIEF HISTORY 1894 Established In shape of MADARSA. 1916 Managing Committee of the Islamia High School Lucknow Established and Registration. 1919Established as Degree College And beginning of B.A. classes. 1993 Beginning of B.Com. Classes.1996 Beginning of B.Sc. Classes. SOME PROMINENT MEMBERS OF THE COLLEGE 1-MIRZA MONAMMAD SAMIULLAHA BEG 2-MOHAMMAD NASEEM BALIISTER 1935-1941. 3-JUSTICE GHULAM HUSAIN BUT 1941-19454. 4-JUSTICE MOBISHIR HUSAIN QIDAWI 1954-1957. 5-DR. ABDUL HAMEED 1957-1970. 6-SAYED MEHMOOD HUSAIN ASHFAQ RIZVI 1970-1974. 7-SAYED MOHAMMAD ASGAR HUSAIN VAKEEL 1974-1979. 8.SAYED ATHAR HUSAIN (IAS)1979-1982 9-PROF. MOHAMMAD RIZWAN ALVI 1989-1996. 10-BEGUM SALEHA ASAD HUSAIN 1996-.THE COMMITTEE OF MANAGEMENT OF AMMIRUDDAULA ISLAMIA DEGREE COLLEGE (2009-2010)S.No. NAME DESIGNATION
1 Mrs. Saleha Asad Husain President
2 Mr.Mohammad Zameer Vice President
3 Mr.Shafiq Mirza Manager
4 Mr.Zafaryab Jilani Assistant Manager
5 Prof.Mohd.Imtiyaz Husain Member
6 Mr.javed Siraj Member
7 Mrs. Iffat Obaid khan Member
8 Dr.Nafasat Husain rahamani Member
9 Mr.Syed kafeel Ahmad Adv. Member
10 Dr.Nusrat Naheed Member
11 Mr.Fazle Alam Adv. Member
12 Mr.Hammad Anees Nagrami Member
13 Mr.Haji Mohd.Musharraf Husain Member
Ex-Officio Members
14 Dr. Mohd.Aslam Siddiqi Officiating Principal
15 Dr.Ghulam Moinuddin Teacher member
16 Dr .nigar Fatima Hashmi Teacher member
17 Dr.Nahid Fatima Teacher member
18 Dr.Shaheena Iqbal Teacher member
19 Dr. Mohd.Aslam Siddiqi Teacher member
20 Mr.Mohd. shahid Non-Teaching staff memberThe College is already included under Section 2(f) &12 (B) of UGC Act,1956. Staff Members Faculty of Arts
S.No. NAME DEPARTMENT DEGREE
1 Dr.Abdul Rahim hindi M.A.Ph.D.,deploma in Jouranalisam On Lea Mumtaz
2 Dr.Meena Asif hindi M.A.Ph.D.,deploma in Hindi Translation

Wednesday, 17 February 2010

THE NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) is an autonomous body established by the University Grants Commission (UGC) of India to assess and accredit institutions of higher education in the country. It is an outcome of the recommendations of the National Policy on Education (1986) that laid special emphasis on upholding the quality of higher education in India.

The system of higher education in India has expanded rapidly during the last fifty years. In spite of the built-in regulatory mechanisms that aim to ensure satisfactory levels of quality in the functioning of higher education institutions, there have been criticisms that the country has permitted the mushrooming of institutions of higher education with fancy programmes and substandard facilities and consequent dilution of standards. To address the issue of deterioration in quality, the National Policy on Education (1986) and the Plan of Action (POA-1992) that spelt out the strategic plans for the policies, advocated the establishment of an independent national accreditation body. Consequently, the NAAC was established in 1994 with its headquarters at Bangalore.

Governance

The NAAC functions through its General Council (GC) and Executive Committee (EC) where educational administrators, policy makers and senior academicians from a cross­section of the system of higher education are represented. The Chairperson of the uee is the President of the GC of the NAAC; the Chairperson of the EC is an eminent academician in the area of relevance to the NAAC. The Director of the NAAC is its academic and administrative head, and is the member-secretary of both the GC and EC.

The NAAC also has many advisory and consultative committees to guide its practices, in addition to the statutory bodies that steer its policies. The NAAC has a core staff and consultants to support its activities. It also receives assistance from a large number of external resource persons from across the country who are not full time staff of the NAAC.

Vision and Mission

The activities and future plans of the NAAC are guided by its vision and mission that focus on making quality assurance an integral part of the functioning of higher education institutions. The vision of the NAAC is:To make quality the defining element ofhigher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives. .The mission statements of the NAAC aim at translating the NAAC's vision into reality, defining the following. key tasks of the organisation:To arrange for periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic programmes or projects;To stimulate the academic environment for promotion of quality of teaching-learning and research in higher education institutions;To encourage self-evaluation, accountability, autonomy and innovations in higher education;To undertake quality-related research studies, consultancy and training programmes, and To collaborate with other stakeholders of higher education for quality evaluation, promotion and sustenance.Guided by its vision and striving to achieve its mission, the NAAC primarily assesses the quality of institutions of higher education that volunteer for the process, through an internationally accepted methodology, provided they are eligible to be assessed by the NAAC.

Eligibility

Institutions that wish to be assessed have to record their intention and provide general information about the institution to the NAAC. The format for the letter of intention and the general information required are given in Annexure I and II. On receiving the letter of intention, the NAAC checks the eligibility of the institution. The Executive Committee of the NAAC has resolved as under regarding the eligibility criteria:Any institution of higher education imparting instruction at degree level and above shall be eligible for assessment by the NAAC, provided the institution works under the relevant provisions and discipline of some university established under the Indian law, at least as regards the programmes/ courses to be assessed."

The Methodology

For the assessment of a unit that is eligible to be assessed, the NAAC follows a three stage process which is a combination of self-study af).d peer review. The three stages are:

The preparation and submission of a self-study report by the unit of assessment.

The on-site visit of the peer team for validation of the self-study report and for recommending the assessment outcome to the NAAC.

The final decision by the Executive Committee of the NAAC.

Stage I: The Preparation of the Self-study Report:Institutions that fulfill the eligibility criteria are given the guidelines to prepare the self-study report to be submitted for assessment. The NAAC believes that an institution that really understands itself - its

strengths and weaknesses, its potentials and limitations - is likely to be more successful in carrying out its educational mission than the one without such self-awareness. Self­study is thus envisaged as the backbone of the process of assessment and accreditation.

Stage II: The Visit to the Institution:On receiving the self-study report from the institution, the NAAC constitutes the team of peers and consults the institution about any justifiable reservation it may have about any member of the team. The peer team visits the institution and looks for patterns of evidence to validate the self-study report, through interactions with the constituents of the institution, checking documents and visiting the various units of the institution. At the end of the visit, the team shares the draft assessment report with the institution and the copy of the report with the acceptance of the head of the institution is submitted to the NAAC. The team also gives confidential scores that decide the institutional grade.

Stage III: The Final Decision of the NAAC:The Executive Committee of the NAAC reviews the report and takes a decision about the grade of the institution. The grade is valid for a period of five years.

Accreditation by the NAAC is voluntary and during the first phase of assessment, the NAAC has taken up accreditation of institutions. There is also provision and a separate process to assess and accredit the departments of an institution. Guidelines (manuals) have been developed to suit different units of higher education.

Criteria for Assessment

The NAAC has identified the following seven criteria to serve as the basis for its assessment procedures:

Curricular Aspects

Teaching-Learning and Evaluation

Research, Consultancy and Extension

Infrastructure and Learning Resources

Student Support and Progression

Organisation and Management Healthy

Practices

Different criteria have been allotted differential weightages. The weightages given below are used for calculating the institutional score.The self-study report is expected to highlight the functioning of the institution with reference to these criteria

Weightage

The validation of the self-study report and the subsequent assessment lead to an overall institutional grade and a detailed report, which begins with the peer team agreeing on the criterion-wise scores. Taking cognizance of the variance in types of institutions, different criteria have been allotted differential weightages. The weightages given below are used for calculating the institutional score.

The Assessment Outcome

The validation of the self-study report by peers results in criterion-wise scores and a detailed assessment report. The criterion scores are used to arrive at the overall institutional score. If the overall score is more than 55%, the institution gets the "Accredited status" and the accredited institutions are graded on a nine-point scale. Institutions which do not attain the minimum 55% score for accreditation are also intimated and notified indicating that the institutions were" Assessed And Found Not Qualified For Accreditation". The assessment outcome is valid for a period of 5 years. The accredited institutions are graded on a nine-point scale with the following scale values:

Accreditation of Specialised Institutions

The NAAC works in collaboration with the National Council for Teacher Education (NCTE) to assess and accredit the teacher education units. Similarly, the NAAC in collaboration with the Distance Education Council (DEC) has developed a manual to assess the open and distance education units of the country. Following the general model, institutions that offer programmes in disciplines like Law, Medicine and Engineeringhave also been assessed by the NAAC.

Fee for Assessment and Accreditation

On the recommendations of the Executive Committee (EC) of the NAAC, the following fee structure is followed.

Universities

Upto four departments - Rs. 75,000/­

More than four but upto ten departments - Rs. 75,0001­ + Rs. 7,500 for each additional department

The accreditation fee will be limited to a maximum amount of Rs. 3.00 lakhs per institution.

Colleges

Rs.50,0001 - for a college with many faculties, i.e., Arts and Science. (Commerce will be treated as a part of the Arts faculty for this purpose) and Rs. 25,0001- for a college with one faculty, namely, Arts or Science or Law or any other.

The assessment and accreditation fee has to be paid in the form of a demand draft drawn in favout of "The Director, NAAC" payable at Bangalore, which may be sent along with the letter of intention or the self-study report. In addition, the travet lodging and boarding expenses of the peer team and the team coordinator have to be borne by the institution.

Universities / Colleges recognised under 2f and 12B : UGC support for Accreditation

As per the recent decision of the uee the universities/ colleges recognised by the uec under 2(f) and 12(B) clause of uec Act 1956, need not pay accreditation fee. Besides this the expenditure on T A / DA of peer team visit will be reimbursed to the institution by uec through NAAC, as per the norms.

Colleges/Universities would however take care of local hospitality, transport and accommodation of the peer team.

This decision comes into effect from 1st April 2004.

Logistics

Along the guidelines given in the manual, the institutions are expected to do the following:

Colleges should submit five copies of the self-study report and universities should submit ten copies, with relevant supporting documents.

The soft copy of the self-study report should also be submitted in Microsoft Word format in a CD.

Along with the submission of the report, the institution has to record that it agrees to the financial implications of the peer team visit.

The accreditation fee has to be paid not later than the submission of the self study report.

While submitting the self-study reports, the institution has to indicate three dates for the peer team visit in the order of preference that would fall after 45 days of submission of the report to the NAAC but before 180 days. This would facilitate systematic planning of the on-site visit, taking into consideration the convenience of the institution.

Quality Promotion and Sustenance Activities

Since quality assurance is a continuous process, the NAAC takes up many post­ accreditation activities to facilitate quality promotion and sustenance among all institutions of higher education, in general, and among the accredited institutions, in particular. Seminars and workshops on quality enhancement are being supported by the NAAC. To ensure that quality assurance becomes an integral part of the functioning of the institutions, the NAAC promotes the establishment of Internal Quality Assurance Cells (IQAC) in accredited institutions.

Internal Quality Assurance Cell (IQAC)

The IQAC is expected to become a part of an institution's system and work towards realizing the goals of quality enhancement and sustenance. The prime task of the IQAC is to develop a system for conscious, consistent and catalytic improvement in the performance of institutions. It need not be yet another hierarchical structure or record­keeping exercise in the institution; it has to be a facilitative and participative voluntary part of the institution. To help institutions establish the IQACs, guidelines have been developed by the NAAC. The IQAC is expected to make a significant and meaningful contribution in the re-accreditation of institutions.

Re-accreditation

The methodology for re-accreditation has been finalised incorporating post-accreditation reviews, feedback from the accredited institutions and the outcome of national consultations. Accordingly, the next two years will be the period of institutional preparations and implementation of re-assessment, for higher education institutions that volunteer for re-accreditation. The institutions that record their intent to volunteer for re-accreditation and begin institutional preparations will continue to use the outcome of the first accreditation till the end of the two-year institutional preparation period or till the re-accreditation outcome is declared, whichever is earlier.

The Methodology for Re-accreditation

a) Process of assessment: The process of fe-assessment and accreditation will be a combination of self-assessment that results in a report to be submitted by the institution, and peer validation of the report. Through Information and Communication Technology (lCT) enabled data management, a part of the quantitative data to be submitted to NAAC will be in the electronic format.

b) Minimum lnsitutional requirements:The establishment of the IQACs and the use of ICT for data management, with institutional websites will be the minimum institutional requirements for re-accreditation.

c) Re-accreditation framework:The existing seven criteria will be followed for re­accreditation with revision and re-organisation in key aspects. The framework for re- . accreditation will be built on five core values of institutional functioning to which every higher education institution should be committed. They are:

Relating to National Development

Fostering Global Competencies among

Students Inculcating the Value System

Promoting the use of Technology

5.Quest for Excellence

The specific focus of the framework will be the impact of first accreditation in three major areas namely quality sustenance efforts of the institution, quality enhancement activities and action taken on the first assessment report.

d) Outcome: The current nine-point scale will be followed.

e) Period of re-accreditation:The validity period of the re-accredited status will be for seven years from the date of approval of the status by the Executive Committee. There­accredited institution has to record its intent for the next accreditation by the end of the fifth year and initiate institutional preparations during the sixth year; reports should be submitted to the NAAC by the end of the sixth year and the NAAC will conduct the assessment and declare the accreditation outcome before the end of the- seventh year. Institutions that do not follow these deadlines will lose the accreditation status.

j) The fee structureand other financial implications for re-accreditation will be the same as that being followed for first-time assessment and accreditation.

Appeals Mechanism

The provision of the Appeals Mechanism is one of the good practices of external quality assurance agency. NAAC has also prescribed appeals mechanism after due consideration by the Academic Advisory Committee. An aggrieved institution can make a written representation to the Director, NAAC with payment of non-refundable fee of Rs. 20,000/- within one month from the date of notification of grade by the NAAC. The five-member committee constituted for the purpose will consider the appeal.

For proforma and other details refer to NAAC website www.naac-india.com

Provision for grade improvement

Institutions that would like to make an improvement in the institutional grade may volunteer for re-assessment after completing at least one year of accredited status.

Milestones of a Decade...

From the initial phase of apprehension about the philosophy of external review, the country has gradually moved to the current phase of appreciation for the intrinsic benefits of accreditation. Hundreds of seminars organized by the NAAC throughout the country have created awareness among the stakeholders on quality-related issues. The publication program of the NAAC has ensured effective dissemination of information about assessment and accreditation. The way the NAAC developed the manuals and guidelines through a number of national consultations and workshops, involving a wide cross-section of the academia, has led to the acceptance and appreciation of the methodology of the NAAC. The NAAC is in its Decennial year (2003-04) and a number of activities are being organized to mark the same. The Decennial year has been designated as the "Year of Re-dedication for Quality and Excellence". The following are a few milestones of the past decade in the NAAC's journey of promoting quality-related initiatives in higher education:A significant achievement of the NAAC is the partnership with stakeholders for proactive measures to promote assessment and accreditation. Many states have established quality cells to promote assessment.

The NAAC's efforts to promote usage of the assessment outcome as reliable information for decision-making have been very successful. The uec has already linked with the outcome of assessment and accreditation to developmental support to educational institutions. The NAAC accreditation has been made a pre-requisite for the granting and continuation of autonomous status and deemed-to-be university status for institutions. The level of funding under the uec scheme for "Colleges with potential of excellence", consideration for expansion in terms of courses and student in­take in teacher education institutions by NCTE, granting of permanent affiliation, etc are now linked to the accreditation status.

Due to stakeholder usage of assessment outcome, a large number of institutions are volunteering for assessment. The training programmes and orientation programmes of the NAAC for the peers who are involved in the assessment-related activities have ensured the professionalism of the NAAC's process for the large volume of assessment.

Action plans for quality evaluation, quality sustenance and quality upgradation have been developed by the NAAC with the participation of a cross-section of academics in the country. The Ministry of Human Resource Development (MHRD) has accepted the NAAC's action plans.

In September 2001, during the meeting of State Higher Education Secretaries organized by the MHRD, the year 2002 was declared as the year of "Quality in Higher Education". In 2002, about 300 institutions got accredited and in 2003 about 600 institutions have been accredited by the NAAC. This is a remarkable achievement in the history of assessment and accreditation all over the world. Moving beyond accreditation, the NAAC has expanded its scope by strengthening its advisory role. State-wise analysis of accreditation reports have been initiated for policy initiatives - this exercise is for states where at least 15°1<) of higher education institutions have been accredited.

Collaborations with other national professional bodies for accreditation of specialised subjects have been initiated. The NAAC and Distance Education Council have jointly laid down the guidelines for accreditation of OpenUniversities and distance education units. The National Council for Teacher Education has an MoU with the NAAC for assessment and accreditation of teacher education institutions.

The NAAC is active in international forum. As a member of the International Network for Quality Assurance Agencies in Higher Education (INQAAHE), which is the largest such network in the world, the NAAC organized the sixth bi-annual meet of the member agencies in 2001 at Bangalore. The NAAC is actively collaborating in many quality assurance initiatives of other countries, especially in the Asia-Pacific region. In 2002, with the support of the UNESCO, it organized the Expert Meet on Indicators of Quality and Facilitating Academic Mobility in the Asia-Pacific Region

I am pleased to inform you that the Senate/ Executive Council/ Governing Body/Management Committee have decided to request the NAAC to assess and accredit…………………………..(name of the institution to be assessed).

The general information about the institution is enclosed according to the format given by the NAAC. I request you to send further information to enable the institution to start the process of self-evaluation.

Yours sincerely,

()

Enclosure: as above

Annexure - II

Information about the Institution

·Name of the institution:

·Address:

·Telephone No.:

·Fax No.:

·E-mail:

·Date of establishment:

·Date of recognition by the UGC:i) under 2 (f)

ii) under 12 (B)

Nature of the Institution:

a) University (Central/State/Private/ Deemed to be university).

b) College (Affiliated/Autonomous/Constituent)

University to which affiliated:

Name of the Vice-chancellor/Director/Principal:

Name of the Registrar/Administrative Officer:Nature of funding: Central/State/Private